Commitment and Acceptance of Relationship Violence

Dating violence is often thought of as a precursor for spousal abuse and that understanding is beneficial. However, according to Makepeace (1981), all the reasons that married individuals give for remaining in violent relationships do not apply to courtship relationships, thus inspiring the question as to why do individuals in dating relationships remain in abusive relationships. Emotional commitment has been a prominent response and has been found to play a powerful role in the individual\u27s acceptance of violence and the outcome of the relationship (Arriaga, 2002). For this reason, it is believed that individuals in committed relationships will be more accepting of violence in a relationship than those who are not in committed relationships. This study is particularly applicable to college students because the potential impact of these findings could provide greater prevention of violence as well as increased knowledge about domestic violence. Data collection was done by means of distributing 300 group-administered surveys to students in classes at the University of Central Florida (UCF) main campus. UCF Victim Services information was given as a resource on the consent form to protect human subjects, that is, those who were 18 years or older. Modified versions of established scales were used to add to the reliability of the measures. Findings indicated that as the level of commitment increases, the acceptability of violence decreases

Nineteenth-century Virginia female institutes, 1850-1890 : an analysis of the effect of education on social life

Until recently, serious study of women\u27s education has been neglected, and studies of the educational systems of the South have lagged behind those of similar institutions in the North. This thesis examines female educational institutions in the South during the period 1850-1890, focusing specifically on four schools in Virginia: the Buckingham Female Institute in Buckingham County, the Southern Female Institute in Richmond, the Lynchburg Female Seminary in Lynchburg, and the Virginia Female Institute in Staunton. Using support from diaries, letters, and autograph books, mainly kept by the elite and upper middle class students who attended these schools, this study attempts to determine the effect of a woman\u27s education on her social interactions, specifically her matrimonial prospects. This thesis concludes that many Virginia women actively sought an education, regardless of the societal restraints of marriage and family. These young women believed that an education enhanced marriage prospects, and through the formation of a female culture, were able to exert the beginnings of change in Southern society

The Things I Will Do For You: Investigating Gratitude's Effects on Prosocial Rule Breaking Willingness in Supervisor - Subordinate Relationships

Relationship-based gratitude (RBG), defined broadly as feelings of appreciation in relationships (Gordon, Impett, Kogan, Oveis, & Keltner, 2012), has been found to influence prosocial behaviours, or actions intended to benefit the parties of a relationship (e.g., Algoe, 2012; Algoe, Gable, & Maisel, 2010). Yet, little is known about the darker side of gratitude's prosocial action tendencies in relationships, particularly from the perspective of the organization, in the form of breaking rules to help another person, or prosocial rule breaking. This dissertation sought to address this limitation by investigating whether RBG leads to prosocial rule breaking willingness in supervisor-subordinate relationships. This dissertation draws on the Risk Regulation Framework (Murray, Holmes, & Collins, 2006) to shed light on how RBG functions in perhaps darker ways in supervisor-subordinate relationships. This theory suggests that gratitude can trigger a relationship-promotion path of behavioural regulation and a willingness to break organizational rules when faced with the opportunity to help the other party. Study 1 was a laboratory experiment of working professionals who were asked to complete a vignette task. The results suggest that manipulated RBG influenced rule breaking willingness for one's supervisor. In Study 2, the effects of Study 1 were replicated in a field study with existing supervisor-subordinate relationships by manipulating RBG and measuring rule breaking willingness at different points in time. In addition, a theoretically relevant moderator, moral disengagement, defined as a person's propensity to rationalize unethical behaviour (Bandura, 1990), was tested for influencing the relationship-promoting effects of RBG on rule breaking willingness. Overall, the results of Study 1 and Study 2 lend support to the notion that RBG's relationship-promoting effects can evoke a willingness to break organizational rules in supervisor-subordinate relationships

A discontinuous space : postmodern perspectives on mental health discourse

Language in the mental health field is rich with powerful metaphors, hyperbolic phrases, and linguistic symbols of historical, political and social meaning. At a closer look, a dominant discourse rooted deep in the grounds of empirical science is revealed. In this theoretical study, mental health language is deconstructed using Critical Discourse Analysis and other related theories to locate and analyze a dominant discourse, which opens space for a non-dominant discourse. Postmodern theory assumes that power, entangled with and interdependent on powerlessness, is an absolute phenomenon, and that power abuse can be revealed through the study of a discourse itself. The purpose of this thesis is to locate the way power in a dominate discourse is practiced and spoken in common, everyday mental health language, in order to connect this power to an \u27Other\u27 discourse whose ideology and voice is marginalized. Although there are numerous alternative discourses, one that is gaining recognition and posing hard challenges toward the dominate discourse is the Recovery discourse, a language that speaks clearly about this place of discontinuity and oppression. As all people are subject to and participants of the dominant discourse (to one degree or another), this investigation aims to focus on how social workers participate in the dominant discourse and investigates the role of consciousness regarding power and oppression in therapeutic settings, posing questions about the role and place of social workers, regarding language use in the mental health field

Key Ethical Decision-Making Points in the Public Relations Process

The problematic nature of ethics codes and ethics audits requires a rethinking of ethical decision making in knowledge-based professions such as public relations. This paper posits the need for ethical reflection at various key points in the public relations process: acceptance of client, acceptance of project, adoption of strategy and adoption of tactics and illustrates the manner in which such ethical reflection is useful by discussion of three cases: Japanese whaling, asylum seekers attempting entry into Australia, and logging of native forests in New Zealand

EXPLORING THE USE OF THE CRITICAL INCIDENT AS A WAY OF ENCOURAGING REFLECTIVE PRACTICE IN PROFESSIONAL LEARNING SETTINGS

This study examines the use by student teachers and their supervising senior teachers in partner secondary schools of critical incident analysis, as part of a required directed task for all student teachers on the one-year postgraduate education course at Leicester. Systematic analysis using evidence from students’ reflective writing about critical incidents, and one-to-one interview data, was carried out at the mid-point and end of year. Critical moments and their analysis emerge as professional ‘turning points’ for many student teachers. This is particularly so when professional learning conversations in relation to the critical incident also take place. Individuals’ choices of different writing structures as scaffolding devices for supporting the narratives and their analysis indicate high levels of personalization in learning. As an outcome, more structured support has been developed for many of the supervising teachers to raise their awareness of the importance of, and their skills within, professional dialogues, in order to enhance and deepen reflective practice.A ‘Reflection Framework’ used in the analysis of the written narratives shows considerable potential for further academic work in finding ways of supporting understanding of deeper reflective practice, which should be of interest in a variety of professional and vocational settings

Expanding reach of Public Health: Lessons from a pilot project to develop remote dementia diagnostic processes.

Georgia Department of Public Health Injury Prevention Program works to create a healthy Georgia by leveraging resources, addressing systems change, and fortifying a robust person-centered public health response to dementia, including Alzheimer’s disease. The response utilizes Georgia’s established infrastructure, clear priorities, and the dynamic network of partnerships guided by a regularly updated state plan to increase capacity and access to quality care. Systemic change through collaboration and communication can empower people living with dementia, their care partners, professionals, and communities. The pilot remote dementia diagnostic process and procedure engages long-term plans for increasing annual wellness visits, dementia risk reduction, early diagnosis, prevention and management of comorbidities and avoidable hospitalizations. The project aims to provide rural Georgians easier access to providers specializing in dementia diagnosis by offering remote telemedicine appointments at local DPH clinic sites via a tablet. It emphasizes Public Health workers collaboration with existing partners to provide tailored interventions and technology linkages, for means to access quality care and personalized care plans. Implementation begins with stakeholder perspective through conversation, then incorporates evidence-based data driven program building and workflow creation with adaptation at each local level. Consideration for external validity in decision making and flexibility for those local level approaches and adaptations includes acting with cost deliberations and transparent information. Replication of the project includes applicability and appropriateness to location, population, staff capacity, and healthcare providers, quilted into the fabric of social continuums of care. County Public Health Offices will collaborate with their local healthcare providers and networks, through remote dementia screenings, to support early detection and diagnosis, annual wellness visits, and risk reduction. This is a BOLD opportunity to support your community’s ability to better the lives of those with dementia, including Alzheimer’s, in their journey to improve overall health and wellness

Chapter 19- The Connections Program: Integrating Mentoring Into the First-Year Experience

In this chapter, we will offer a model of successful integration of evidence-based mentorship practices within a robust first-year experience program at Utah State University. The mentoring aspect of the program was built to address the problem of attrition rates of first-year students transitioning to the second year. This approach provides faculty mentoring for every student in the program and addresses how it can be scaled to a large student population. We will discuss how the most at-risk students receive extra focus within this model to help students who lack the educational and social capital to gain mentorship experiences on their own with faculty. We will discuss the use of assessment data to maintain the rigor of the program and triage our most vulnerable students’ needs so that they receive the most high-touch mentoring experiences. This chapter will provide an evidence-based model that could be easily adapted for successful use at other universities